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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 93 / 233

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Table 5 Reading Comprehension Mean Scores and Standard Deviations (SD) of the

Participants in the Reciprocal Teaching and Skill–based Teaching Groups

Teaching Method

Pretest

Posttest

Mean Score

Mean Score

SD

t

p

Reciprocal teaching

14.22

17.73

5.62

4.537

0.026*

Skill–based teaching 14.02

14.86

4.07

*p < 0.05

The data in Table 4.3 point to significant differences between the posttest mean

scores of the experimental group and of the control group, at 0.05 level. The students in

the reciprocal teaching group (the experimental group) achieved a higher mean score than

those in the skill-based teaching group (the control group). Thus, it can be concluded that

reciprocal teaching better assisted the students in enhancing their English reading ability

than skill-based teaching did.

Comparison of the Metacognitive Reading Strategies Used before and after Reciprocal

Teaching

To compare the metacognitive reading strategies the 12th-grade students at

Watnuannordit School employed before and after reciprocal teaching, all the data from

the pre-questionnaires and post-questionnaires were analyzed using the paired t-test to

determine the presence of a significant difference in the frequency of use of the

metacognitive strategies. The results are presented in Tables 4.4, 4.5, 4.6, and 4.7. Table

4.4 shows the average profile of the sub-metacognitive reading strategies used by the

12th- grade students at Watnuannordit School before and after reciprocal teaching. Table

4.5 presents the comparison of the metacognitive strategies these students employed

before and after receiving instruction with the reciprocal teaching approach. Table 4.6

presents the comparison of the metacognitive strategy processes the students employed

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